Comparison of the Effectiveness of Cognitive and Metacognitive Strategies Training and Mindfulness on Academic Buoyancy in Female High School Students
Keywords:
Academic buoyancy, cognitive strategies, metacognitive strategies, mindfulness, female studentsAbstract
The aim of this study was to compare the effectiveness of cognitive-metacognitive strategies training and mindfulness training on academic buoyancy among female high school students. This research adopted a semi-experimental design with pretest, posttest, and follow-up, including a control group. The statistical population consisted of all female high school students in District 13 of Tehran during the 2023–2024 academic year. Out of approximately 2000 students, 45 were selected through cluster sampling and randomly assigned to three groups: cognitive-metacognitive training (n=15), mindfulness training (n=15), and control (n=15). Interventions were conducted over eight weekly one-hour group sessions. Data were collected using the Academic Buoyancy Questionnaire developed by Dehghanizadeh and Hosseinchari (2012) and analyzed through mixed ANOVA and Bonferroni post-hoc tests. The results revealed significant main effects of time and significant time*group interaction on academic buoyancy (p<0.001). Post-hoc Bonferroni tests showed significant differences among the three groups. The mindfulness training group reported significantly higher buoyancy scores in posttest and follow-up compared to both the cognitive-metacognitive and control groups. Additionally, the cognitive-metacognitive group demonstrated significantly higher buoyancy than the control group. The findings indicate that both interventions were effective in enhancing academic buoyancy, though mindfulness training was more effective. These results suggest that incorporating mindfulness-based interventions alongside cognitive and metacognitive strategies could strengthen students’ capacity to handle academic pressures and improve educational outcomes
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